1. Urie Bronfenbrenner (see bio)
Name of theory: Bioecological Model of Human Development
Description of theory: The theory developed by Urie Bronfenbrenner, stating that every person is born into a microsystem and is a part of a mesosystem, exosystem, and macrosystem. Also that interactions are important as are the context of those interactions.
2.Erik Erikson (see bio)
Name of theory: Erikson’s 8 stages of Psychosocial development
Description of theory: The theory that emphasizes the emergence of the self, the search for identity, the individuals relationships with others, and the role of culture throughout life.
3.Kohlberg
Name of theory: [insert]
Description of theory: [insert]
4.Carol Gilligan (see bio)
Name of theory: [insert]
Description of theory: [insert]
Part One:
Robin: The first part of this chapter is all about the physical parts of development. The book goes over how different children mature at different paces (usually girls faster than boys) but remain at healthy levels. The problem with this, according to the book is low self esteem or a number of other problems. On page 71, the book talks about how young girls who “develop” faster than their peers are susceptible to “depression, anxiety, and eating disorders” and boys that mature faster than their peers are more likely to “engage in delinquent behavior…and abuse alcohol and cigarettes”. The book also goes overs eating disorders such as bulimia, where a person (also more likely to be a girl) binge eats and then gets rid of the extra calories by vomiting. There is also a disorder called anorexia nervosa, where a person purposefully starves themselves.
Part Two:
Robin: The next section of the book goes over Bronfenbrenner’s bioecological model of human development, defines it and provides a visual on page 76. Then it goes into further detail about the contexts of a person’s life. The first context is families. There are many different types of family structures these days with about only “half of all children growing up in a household where the parents stay married” (pg 77-78) Then it goes on to analyze different types of parenting styles (the ways of interacting with and disciplining children) which are: Authoritative, Authoritative, Permissive, and Rejecting/Neglecting/Uninvolved. The book then goes into struggles of children with divorce. Apparently the most difficult time for a child after their parent’s divorce is the first two years after it happens (in children ages 9-14) and about 75-80 percent of children of divorce adapt and develop “normally”.
Part Three:
Robin: The next context is peers. There are two different types of peer groups, cliques and crowds. A clique is between 3-12 members and a crowd is a larger loose friend group. Crowds heavily influence a child’s school career, by ridiculing children who try to do well in school it makes everyone a little less invested in school with numbers on page 81 such as 90% of students have copied homework from someone else and 66% of students have cheated on at least one test in that school year. Peer cultures also have a heavy impact on what an individual does. Psychologists have come to conclusions that certain peer groups, such as the populars, the jocks, the brains and so forth have their own “rules”. A good example of this portrayed in pop culture is shown by this video clip: http://www.youtube.com/watch?v=akbCmxb_w8s.
Part Four:
Robin: Peers also have a heavy influence on academics, studies have shown that 6th graders with little to no friends preformed more poorly than their more “popular” counterparts. In schools there are 4 types of children; popular, rejected, controversial, and neglected. There are subgroups for two of the main groups which are, popular prosocial children and popular antisocial children, and rejected aggressive children and rejected withdrawn children. Good teachers, as defined by students, possess three main qualities, they care about their students, they maintain authority without being mean, and they are good motivators.
Part Five:
Robin: The nest section is all about identity and self-concept. It starts off introducing Erik Erikson, a psychologist who proposed “a theory of psychosocial development that describes tasks to be accomplished at different stages of life” (pg 87). Erikson leans toward Piaget’s ideas that development is a passage through stages. Erikson proposes 8 stages; basic trust v. mistrust, autonomy v. shame/doubt, initiative v. guilt, industry v. inferiority, identity v. role confusion, intimacy v. isolation, generativity v. stagnation, and ego integrity v. despair. Each stage has important events that happen in certain age ranges. At each stage “an individual faces a developmental crisis” (pg 88). The next few pages cover the formation of racial identities, the way self-concept changes as children develop, the differences between self-concept and self-esteem, and asks the question, are there differences in self-concepts between the sexes.
Part Six:
Robin: The final section of the book is about moral development and focuses on two theorists, Lawrence Kohlberg and Carol Gilligan. Kohlberg is a psychologist who developed the theory of moral development. Kohlberg thought that there were 3 stages and 6 levels of moral development. This theory did not go without criticism however, Carol Gilligan the feminist theorist proposed that there is a different sequence entitled the “ethic of care” (pg 101).
(back to top The first part of this chapter is all about the physical parts of development. The book goes over how different children mature at different paces (usually girls faster than boys) but remain at healthy levels. The problem with this, according to the book is low self esteem or a number of other problems. On page 71, the book talks about how young girls who “develop” faster than their peers are susceptible to “depression, anxiety, and eating disorders” and boys that mature faster than their peers are more likely to “engage in delinquent behavior…and abuse alcohol and cigarettes”. The book also goes overs eating disorders such as bulimia, where a person (also more likely to be a girl) binge eats and then gets rid of the extra calories by vomiting. There is also a disorder called anorexia nervosa, where a person purposefully starves themselves.
Table of Contents
Image retrieved on 2/3/2014 from http://www.surfexcel.in/wp-content/uploads/NAS16b.jp
Chapter Outline
Key Terms
http://quizlet.com/34916212/educational-psychology-chapter-three-flash-cards/(back to top)
Key Theorists
1. Urie Bronfenbrenner (see bio)Name of theory: Bioecological Model of Human Development
Description of theory: The theory developed by Urie Bronfenbrenner, stating that every person is born into a microsystem and is a part of a mesosystem, exosystem, and macrosystem. Also that interactions are important as are the context of those interactions.
2.Erik Erikson (see bio)
Name of theory: Erikson’s 8 stages of Psychosocial development
Description of theory: The theory that emphasizes the emergence of the self, the search for identity, the individuals relationships with others, and the role of culture throughout life.
3.Kohlberg
Name of theory: [insert]
Description of theory: [insert]
4.Carol Gilligan (see bio)
Name of theory: [insert]
Description of theory: [insert]
(back to top)
Summary of Chapter
Part One:Robin: The first part of this chapter is all about the physical parts of development. The book goes over how different children mature at different paces (usually girls faster than boys) but remain at healthy levels. The problem with this, according to the book is low self esteem or a number of other problems. On page 71, the book talks about how young girls who “develop” faster than their peers are susceptible to “depression, anxiety, and eating disorders” and boys that mature faster than their peers are more likely to “engage in delinquent behavior…and abuse alcohol and cigarettes”. The book also goes overs eating disorders such as bulimia, where a person (also more likely to be a girl) binge eats and then gets rid of the extra calories by vomiting. There is also a disorder called anorexia nervosa, where a person purposefully starves themselves.
Part Two:
Robin: The next section of the book goes over Bronfenbrenner’s bioecological model of human development, defines it and provides a visual on page 76. Then it goes into further detail about the contexts of a person’s life. The first context is families. There are many different types of family structures these days with about only “half of all children growing up in a household where the parents stay married” (pg 77-78) Then it goes on to analyze different types of parenting styles (the ways of interacting with and disciplining children) which are: Authoritative, Authoritative, Permissive, and Rejecting/Neglecting/Uninvolved. The book then goes into struggles of children with divorce. Apparently the most difficult time for a child after their parent’s divorce is the first two years after it happens (in children ages 9-14) and about 75-80 percent of children of divorce adapt and develop “normally”.
Part Three:
Robin: The next context is peers. There are two different types of peer groups, cliques and crowds. A clique is between 3-12 members and a crowd is a larger loose friend group. Crowds heavily influence a child’s school career, by ridiculing children who try to do well in school it makes everyone a little less invested in school with numbers on page 81 such as 90% of students have copied homework from someone else and 66% of students have cheated on at least one test in that school year. Peer cultures also have a heavy impact on what an individual does. Psychologists have come to conclusions that certain peer groups, such as the populars, the jocks, the brains and so forth have their own “rules”. A good example of this portrayed in pop culture is shown by this video clip: http://www.youtube.com/watch?v=akbCmxb_w8s.
Part Four:
Robin: Peers also have a heavy influence on academics, studies have shown that 6th graders with little to no friends preformed more poorly than their more “popular” counterparts. In schools there are 4 types of children; popular, rejected, controversial, and neglected. There are subgroups for two of the main groups which are, popular prosocial children and popular antisocial children, and rejected aggressive children and rejected withdrawn children. Good teachers, as defined by students, possess three main qualities, they care about their students, they maintain authority without being mean, and they are good motivators.
Part Five:
Robin: The nest section is all about identity and self-concept. It starts off introducing Erik Erikson, a psychologist who proposed “a theory of psychosocial development that describes tasks to be accomplished at different stages of life” (pg 87). Erikson leans toward Piaget’s ideas that development is a passage through stages. Erikson proposes 8 stages; basic trust v. mistrust, autonomy v. shame/doubt, initiative v. guilt, industry v. inferiority, identity v. role confusion, intimacy v. isolation, generativity v. stagnation, and ego integrity v. despair. Each stage has important events that happen in certain age ranges. At each stage “an individual faces a developmental crisis” (pg 88). The next few pages cover the formation of racial identities, the way self-concept changes as children develop, the differences between self-concept and self-esteem, and asks the question, are there differences in self-concepts between the sexes.
Part Six:
Robin: The final section of the book is about moral development and focuses on two theorists, Lawrence Kohlberg and Carol Gilligan. Kohlberg is a psychologist who developed the theory of moral development. Kohlberg thought that there were 3 stages and 6 levels of moral development. This theory did not go without criticism however, Carol Gilligan the feminist theorist proposed that there is a different sequence entitled the “ethic of care” (pg 101).
(back to top)
Key Concepts
Erick Erickson's Stages of Development:Image retrieved 4/16/14 from http://wps.ablongman.com/ab_parkay_flexchoice_5/1/343/87856.cw/index.html
This image details the eight stages of Erickson's theory and explains what happens in each stage
Concept Two: [insert name]
Description of concept: [insert]
Concept Three: [insert name]
Description of concept: [insert]
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Application for Teachers
Practical Applications:Idea One:
[insert]
Idea Two:
[insert]
Idea Three:
[insert]
Licensure Exam (Connect and Extend to Praxis II):
Connection One:
[insert]
Connection Two:
[insert]
Connection Three:
[insert]
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Applications for Content
Application One:[insert connections to things like history, poli sci, English from an outside of teaching perspective]
Application Two:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
Application Three:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
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Multimedia Learning Material
Overview of items:Details of audiovisual material:
[insert items/files]
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POOT Forums
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Test Your Knowledge
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Teacher Resources
[insert items here](back to top)
Top-Rated Student Generated Files
(back to top
The first part of this chapter is all about the physical parts of development. The book goes over how different children mature at different paces (usually girls faster than boys) but remain at healthy levels. The problem with this, according to the book is low self esteem or a number of other problems. On page 71, the book talks about how young girls who “develop” faster than their peers are susceptible to “depression, anxiety, and eating disorders” and boys that mature faster than their peers are more likely to “engage in delinquent behavior…and abuse alcohol and cigarettes”. The book also goes overs eating disorders such as bulimia, where a person (also more likely to be a girl) binge eats and then gets rid of the extra calories by vomiting. There is also a disorder called anorexia nervosa, where a person purposefully starves themselves.